Browsing by Author "Essa, Ilhaam"

Now showing 1 - 6 of 6
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    Contract workers at HEIs within a framework of motivational leadership
    (Unisa Press, 2013) Jooste, Karien; Essa, Ilhaam
    Most literature sources are based on negative assumptions about contract workers and career success. Despite the growing number of contract workers employed at higher education institutions (HEIs), and the changes it elicits in the work place, there has been little theoretical work conducted about a positive perspective of contract workers in relation to achieving organisational or personal goals. A review of the topic about contract workers has been undertaken from the perspective of motivational leadership, incorporating the theoretical perspectives of the goal setting theory (Locke 1960 in Jooste 2009) and the model of complex man and organisations (Schein 1992 in Jooste 2009).
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    Exploring development of leadership capacities in undergraduate nursing students through transformative learning: a narrative review
    (AFAHPER-SD, 2014) Essa, Ilhaam; Hoffman, Jeffrey C.
    Transformative learning (TL) is seen as an instructional reform in health professions education to develop leadership capacities and eventually produce change agents. This article explores the development of leadership capacities of nurse practitioners at an undergraduate level through TL practices. This exploration is based on an exploratory narrative review of literature on TL and leadership capacities. The potential contribution of this exploration of literature can be to raise consciousness among nursing academics about TL with the aim of engendering leadership capacities in their students. This article therefore poses the following question: What is TL and how can it be utilised in the development of leadership capacities in undergraduate nursing students? TL is an adult learning theory that involves an ongoing dialogical process towards self-actualisation and social empowerment of others. It proposes that human beings should expand their consciousness through critical reflection and discourse and, more importantly, act on the new assumptions and perspectives they attain. The preliminary review suggests that TL practices can be used to cultivate leadership capacities in undergraduate nursing students. It is proposed that application of the principles of TL theory be translated into an empirical study to provide evidence-based guidelines on developing leadership capacities in undergraduate nursing students.
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    The meaning of self-leadership for nursing academics in the context of a leadership programme at a higher education institution in the Western Cape
    (UNISA Press, 2015) Jooste, Karien; Julie, Hester; Bimray, Portia B.; Essa, Ilhaam; Ahanonu, Ezihe L.; Arunachallam, Sathasivan; Rashe, Hazel Vuyiswa; Willemse, John J.
    A self-leadership development programme was created in 2012 for ten nursing academics with the aim of empowering them to embark upon research projects, write for subject matter publications, and develop as leaders at a school of nursing in the Western Cape. This study aimed at exploring and describing the experiences of nurse leaders with regard to the meaning of self-leadership during a leadership development programme offered by a lead researcher at a school of nursing. A qualitative, exploratory, narrative, and contextual study was conducted with a sample of eight participants who were lecturers in an undergraduate nursing programme. The researcher collected the data by means of individual narratives. An open coding method of data analysis was followed to transpose collected data into meaningful data. The participants were between the ages of 28 and 57 years. Two main themes emerged from the data analysis, namely leadership attributes and responsibilities towards the group. Nursing academics were motivated to use their self-influence to direct themselves to achieve optimum performance in the programme. Broadly speaking, the meaning attached to self-leadership was closely linked to concepts of shared leadership, reflective leadership, and collaborative leadership that were concepts leading to group leadership according to the leadership framework of Jooste (2011). Self-leadership is regarded as an essential component of leadership and an integral aspect of the nursing academic's role.
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    The meaning of self-leadership for nursing academics in the context of a leadership programme at a higher education institution in South Africa
    (Unisa Press, 2015) Jooste, Karien; Arunachallam, Sathasivan; Julie, Hester; Essa, Ilhaam; Willemse, Juliana; Rashe, Hazel Vuyiswa; Ahanonu, Ezihe L.; Bimray, Portia B.; Hoffman, Jeffrey C.
    A self-leadership development programme was created in 2012 for ten nursing academics with the aim of empowering them to embark upon research projects, write for subject matter publications, and develop as leaders at a school of nursing in the Western Cape. This study aimed at exploring and describing the experiences of nurse leaders with regard to the meaning of self-leadership during a leadership development programme offered by a lead researcher at a school of nursing. A qualitative, exploratory, narrative, and contextual study was conducted with a sample of eight participants who were lecturers in an undergraduate nursing programme. The researcher collected the data by means of individual narratives. An open coding method of data analysis was followed to transpose collected data into meaningful data. The participants were between the ages of 28 and 57 years. Two main themes emerged from the data analysis, namely leadership attributes and responsibilities towards the group. Nursing academics were motivated to use their self-influence to direct themselves to achieve optimum performance in the programme. Broadly speaking, the meaning attached to self-leadership was closely linked to concepts of shared leadership, reflective leadership, and collaborative leadership that were concepts leading to group leadership according to the leadership framework of Jooste (2011). Self-leadership is regarded as an essential component of leadership and an integral aspect of the nursing academic’s role.
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    Prior expectations of leadership programme attendees and their subsequent reflections on completion thereof
    (Unisa press, 2014) Jooste, Karien; Julie, Hester; Le Roux, Loretta; Willemse, Juliana; Essa, Ilhaam; Rashe, V.; Arunachallam, Sathasivan
    This article describes the reflections of nursing academics on their personal expectations prior to commencement of a leadership programme and their subsequent reflections on completion of this introduction to the leadership programme. The programme aimed at developing the participants as leaders in conjunction with developing the culture of research in a school of nursing at a university in the Western Cape, South Africa. A qualitative, exploratory and descriptive design was used. A total sample of eight nursing academics at a higher education institution (HEI) took part and narratives were written in July 2012. The results indicated active participation and involvement; development of skills and knowledge; a balance between programme and personal goals; a sense of confidence amongst attendees; creating structure for growth; and critical thinking. The implication of the study was that a leadership research team has been established with clear underlying assumptions of transformative leadership in research driven by self-leadership.
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    Reflecting on some of the challenges facing postgraduate nursing education in South Africa
    (Elsevier, 2010) Essa, Ilhaam
    Considering the dearth of professional nurses in South Africa today, and the fact that postgraduate nursing education can contribute towards enhancing the competences of those in the profession, I shall examine some of the challenges faced by a group of previously enrolled postgraduate nursing students which resulted in their non-completion of a formal qualification. The focus of this investigation was a 2008 cohort of students that did not complete their non-clinical postgraduate diplomas at the institution where I work. Of the 29 students who did not complete their studies, I have selected a group of 8 students through a purposive non-random sample with the objective to ascertain some of the reasons for them not completing their diploma. My aim was to examine some of the reasons as to why postgraduate nursing students do not complete their qualification and to suggest ways as to how the curriculum can be reconstructed as to counteract some of students' pitfalls.Based on my qualitative interpretive analysis, I shall argue that these students did not complete their diplomas on the grounds of, having experienced a lack of institutional and social support; their inability to cope with the demands of academic rigour; their experiences of isolation and exclusion; and, the inability to cope with unimagined realities. My contention is that if postgraduate nursing is not adequately attended to, the possibility that nursing education would not contribute to the transformation of the profession, is highly possible.